This study presents a unique Student Library Alienation Scale and introduces the concept of student alienation from libraries within an educational setting. It aims to develop and validate a reliable and valid measurement tool, “Student Library Alienation Scale (SLAS)”.
The research employs a rigorous empirical design, utilizing exploratory factor analysis (EFA) with 492 university students and confirmatory factor analysis (CFA) with 386 students from Indian universities. The scale’s development involved an expert review, a pilot study, and statistical analysis to establish its psychometric properties.
The EFA and CFA results confirm the SLAS’s four-factor structure, reflecting the dimensions of powerlessness, meaninglessness, normlessness, and estrangement. The scale demonstrates high reliability (Cronbach’s a = 0.815) and validity, including convergent and discriminant validity. Chi-square tests of the model, CFI, TLI, RMSEA, SRMR, GFI, and other indices indicated the fit of the scale model.
The study’s sample is limited to Indian university students. Further research should examine the scale’s applicability across different cultures and educational contexts.
The SLAS offers a practical tool for library and information science professionals to assess and address student/user alienation. By understanding the levels and dimensions of alienation, interventions can be designed to improve library engagement and student well-being.
The study’s findings highlight the importance of addressing library alienation to create inclusive and supportive learning environments. By fostering a sense of belonging and empowerment within library spaces, educational institutions can enhance student experiences and promote academic success.
This study is the first to explore and measure library alienation among college and university students.
